Hearing versus Listening: Auditory Processing Activities

Auditory Processing Activities is the way our ears communicate with our brain and what our brain does with what it hears.

An auditory processing disorder (APD) causes difficulties with the processing of sounds and speech even when the person (often a child) has normal hearing.

Thankfully, auditory processing disorder treatment is available when a diagnosis is made.

Every listening skill we have uses auditory processing.

This includes:

• determining where a sound is coming from,
• following a teacher in a noisy classroom,
• recognizing your favourite song,
• picking up on sarcasm, etc.

Auditory processing is a building block for language.  And, although the involvement is complex, we see significant relationships with auditory processing and phonemic awareness (phonics).

Also, we know that it affects reading abilities. There are also significant correlations to spelling abilities, language understanding and following verbal instructions in the classroom.

Auditory Processing should therefore be assessed in every child with a language, reading, or classroom learning difficulty.

How does auditory processing disorder present?

Typically, the child presents as if he/she has a hearing loss despite hearing thresholds being normal. (As tested by an Audiologist).

Also, they do not consistently respond when called or spoken to. Furthermore, they mishear words or information.

The child may also have difficulty:

• Hearing in noisy places (e.g. classroom or shopping centres) or in reverberant environments (e.g. swimming pool).
• Following long conversations.
• Learning a foreign language or challenging vocabulary words.
• Remembering spoken information (auditory memory deficits).
• Taking notes.
• Maintaining focus on an activity (easily distracted).
• With organizational skills.
• Following multi-step directions.
• In directing, sustaining, or dividing attention.
• With reading and/or spelling.
• With nonverbal information (lack of music appreciation, inflection/tone of voice).

A diagnosis of APD is made by an Audiologist using specific audiological tests.

In order to make the diagnosis of an APD, it is highly recommended that the student’s language and cognition abilities are assessed by a Psychologist and/or Speech-Language Therapist.

The next step is to consider auditory processing disorder treatment.

What can be done? What sort of auditory processing disorder treatment is available?

The Central Nervous System is plastic & capable of reorganisation or remapping. Neuroplasticity is induced through experience, stimulation and training. We sculpt the brain the way we sculpt muscle.

Presently there are many effective and evidence-based ways to treat as well as compensate for an APD. Many of the interventions are informed by the latest cutting-edge research from the field of Neuroscience.

Tips for Teachers and Parents

• Provide preferential seating distance. Seat the student near the teacher. A distance of three-four feet is the best.  But a distance up to six-eight feet should be adequate.
• Provide better ear option. Seat the student so that the better processing ear (if indicated) is directed toward the primary sound source.
• Avoid seating near noise sources. Seat the student away from competing or distracting noise sources. Seating away from windows and doorways also will reduce possible sources of distraction.
• Use FM amplification. Use a personal or sound field FM system to improve the signal-to-noise ratio and access to auditory information. An audiologist should make the recommendation.
• Gain auditory and visual attention. Gain the student’s visual as well as auditory attention before speaking with him or her.
• Speak at eye level. Be sure to speak at the student’s eye level, get close to the student, and face the student to provide clear visual and auditory information.
• Speak in a slow and clear, well-modulated voice. A speech rate of 125 words per minute is ideal for elementary school children. Emphasize important information using intonation and stress. Repeat important key words when necessary.
• Use daily routines. Use daily routines or schedules to help keep the student focused and organized.
• Support auditory information with visuals. This can be in the form of written notes or hand-outs. Provide both written and verbal instructions to aid the student in following directions and completing tasks.

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